On page 1157, under the heading "What Are We Teaching Our Students," the authors write: "In recent years a focus on conceptual understanding has led to a curriculum reform movement in mathematics across all school levels, a movement that is focused on conceptual understanding rather than procedural understanding of mathematics."

The authors go on to discuss assorted claptrap under the headings of "Mathematical Authority," "Mathematical Agency," "Motivation in Mathematics," and "Mathematical Voice."

One example of the grim reality of the mathematics pseudo-education that continues to take place under the guise of assorted reforms is the brief essay written by one of my students in 1995, which is posted at: